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Communication Education Volume 45, 1996 - Issue 3
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Original Articles

Nonverbal immediacy and cognitive learning: A cross‐cultural investigation

James C. McCroskey Professor in Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
,
Aino Sallinen Professor of Speech Communication and Rector, University of jyvaskyla, Finland
,
Joan M. Fayer Professor of Speech Communication, University of Puerto Rico, Rio Piedras
,
Virginia P. Richmond Professor in Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
&
Robert A. Barraclough Assistant Professor in Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
Pages 200-211 | Published online: 18 May 2009

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Sarah Sahrakhiz. (2017) Immediacy and distance in teacher talk—A comparative case study in German elementary- and outdoor school-teaching. Cogent Education 4:1.
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Paul King & Paul Witt. (2009) Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning. Communication Education 58:1, pages 110-123.
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Qin Zhang, JohnG. Oetzel, Xiaofang Gao, RichardG. Wilcox & Jiro Takai. (2007) Teacher Immediacy Scales: Testing for Validity Across Cultures. Communication Education 56:2, pages 228-248.
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DominiqueM. Gendrin & MaryL. Rucker. (2007) Student Motive for Communicating and Instructor Immediacy: A Matched-Race Institutional Comparison. Atlantic Journal of Communication 15:1, pages 41-60.
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Qin Zhang, John G. Oetzel, Xiaofang Gao, Richard G. Wilcox & Jiro Takai. (2007) A Further Test of Immediacy-Learning Models: A Cross-Cultural Investigation. Journal of Intercultural Communication Research 36:1, pages 1-13.
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PaulL. Witt & LawrenceR. Wheeless. (2001) An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning. Communication Education 50:4, pages 327-342.
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JonA. Hess, M. J. Smythe & Communication 451. (2001) Is teacher immediacy actually related to student cognitive learning?. Communication Studies 52:3, pages 197-219.
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B. Scott Titsworth. (2001) Immediate and delayed effects of interest cues and engagement cues on students' affective learning. Communication Studies 52:3, pages 169-179.
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Susan Messman & Jennifer Jones-Corley. (2001) Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs 68:2, pages 184-200.
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MichaelW. Kramer & P. M. Pier. (1999) Students’ perceptions of effective and ineffective communication by college teachers. Southern Communication Journal 65:1, pages 16-33.
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KellyA. Rocca & JamesC. McCroskey. (1999) The interrelationship of student ratings of instructors' immediacy, verbal aggressiveness, homophily, and interpersonal attraction. Communication Education 48:4, pages 308-316.
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Frances Anne Freitas, ScottA. Myers & TheodoreA. Avtgis. (1998) Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education 47:4, pages 366-372.
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JosephL. Chesebro & JamesC. McCroskey. (1998) The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension. Communication Quarterly 46:4, pages 446-456.
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K. David Roach. (1998) Teaching assistant communication apprehension, willingness to communicate, and state communication anxiety in the classroom. Communication Research Reports 15:2, pages 130-140.
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LoisL. Hinkle. (1998) Teacher nonverbal immediacy behaviors and student‐perceived cognitive learning in Japan. Communication Research Reports 15:1, pages 45-56.
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Melissa Bekelja Wanzer & JamesC. McCroskey. (1998) Teacher socio‐communicative style as a correlate of student affect toward teacher and course material. Communication Education 47:1, pages 43-52.
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